Project Focus: Inclusive Design

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Design Technology Department
Mascalls School
Design Technology
Project Focus Inclusive Design
Name Group
Start date Teacher
Overall Level
Merits
Teacher Comment
E G R U
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Design Technology Department
Mascalls School
Inclusive design Lesson 1
Starter Think of five products that you use at
home daily. Now think how you would use these if
you only had the use of one arm, discuss with
your neighbour one product to share ideas. For
first eight mins show clip one from DVD.
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Design Technology Department
Mascalls School
Lesson objective to understand the importance of
inclusive design.
What is inclusive design?
It is a general approach to designing in which
designers ensure that their products and services
address the needs of the widest possible
audience, irrespective of age or ability. Two
major trends have driven the growth of Inclusive
Design. What are these?

• population ageing
• the growing movement to integrate disabled people
  into mainstream society.

Why is it important?

• There are already 130 million people over 50 in
  the European Union.

• By 2020, one in every two European adults will be
  over that age.

• The effects of rapidly ageing populations, and
  growing numbers of people with disabilities, are
  having a profound effect on new product and
  service development.

• The need for a more socially inclusive approach
  to designing is rising up the business agenda.

• Design development which includes the needs of
  marginalised groups of people is regarded as not
  just socially desirable but a commercial
  opportunity.

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Design Technology Department
Mascalls School
What is the relevance to design education?
Future consumer markets will be more diverse than
ever in terms of age and physical ability. In
the past, design education looked at special
needs design for special needs group. That
attitude is changing. Now the focus is on better
mainstream solutions for everyone, supported by
new design research techniques to make the
development process more user-centred.
Task As a group choose one of the products from
the starter activity, discuss adaptations which
can be made to the product to make it more
inclusive. Use sketches and notes to show your
thinking.
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Design Technology Department
Mascalls School
Special need solutions in the mainstream, a truly
inclusive design.
Look at the old and new designs, how and why have
they changed, who may they have had in mind when
they changed these designs?
Old
New
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Design Technology Department
Mascalls School
Plenary referring back to the products you came
up with in the starter, spend 15 minutes drawing
a possible solution. In your groups discuss the
best one and feed back to the group stating a
good case.
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Design Technology Department
Mascalls School
Homework
Write down what is meant by inclusive
design. Why is it important? What is its
relevance to design?
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Design Technology Department
Mascalls School
Inclusive design Lesson 2
Learning objective to learn how to improve upon
existing packaging to make it inclusive by
understanding the needs of others.
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Design Technology Department
Mascalls School
Starter What is the design brief for the
following objects
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2
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Design Technology Department
Mascalls School
C1
Case study Packaging design
small print improving visual pack information
for older consumers
Supermarket packaging is all around us. During an
average visit to a store, we will see 30,000
products within 30 minutes. The packs themselves
contain more legally required information in the
'small print' than ever before. They must list
ingredients, name of manufacturer, place of
origin, net weight, nutritional values and
instruction for use as well as warnings on the
environment, GM (genetically modified) content
and allergies. Why is this type of information
more valuable for older consumers? Discuss in
groups For older consumers, mandatory information
of this kind is especially important in the
context of maintaining a balanced diet or taking
medication. Yet back-of-pack 'small print' is
often an afterthought. Why is it left as an
after thought? It is given less design attention
than front-of-pack brand imagery. It is
reproduced in sizes, formats and concealed
locations that make life very difficult for an
ageing population with deteriorating eyesight.
The challenge is to explore ways in which the UK
packaging design industry can become more
inclusive in meeting the needs of older
consumers by taking 'small print' on the back of
packs more seriously. Is a pure information
design-led approach the way forward - or is
strong brand imagery still the driving force?
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Design Technology Department
Mascalls School
C1
Look at the following products ( all Jaffa
cakes), which would you prefer to buy and why?
The over 65s thought the following - Even
though they are older it doesnt mean they still
dont appreciate aesthetics, branding and style.
Colours, images and words are all used to direct
the way we perceive products.
Case study Packaging design
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Design Technology Department
Mascalls School
Which is the front label and which is the
back? What are the reasons for your choice?
How would you change the packaging to make it
inclusive to the older consumer?

• smaller brand name, or no brand name
• simpler font
• bigger spaces
• larger writing
• easier colour to read

Case study Packaging design
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Look at the different layouts for packaging over
the page. These were tested on a group of over
65s. Which do you think they preferred and why?
Note your comments down on the photocopied sheet.
Case study Packaging design
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Design Technology Department
Mascalls School
Plenary Give me five things you have learnt
through out the project.
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Design Technology Department
Mascalls School
Learning objective to learn how to do a user
trial against set criteria to help understand the
problems of products.
Lesson 3
Starter Rank the potato mashers from most
inclusive to least inclusive. Give an
explanation for your choice.
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Design Technology Department
Mascalls School
C3

• Put a saucepan on each table.
• Product analysis on ease of use - record data
  inbooklets.
• User trial using the pans with water in them
  fully able bodied.
• The same thing again but disabling an arm, hand
  or finger.
• Using the same criteria they now record how easy
  it is to use the pan.
• Pupils to draw up conclusions and then start
  modelling their ideas in response to problems.

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Design Technology Department
Mascalls School
C3
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Video on product development of pans.
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Ideas using the pans below show the
improvements you would make, show at least five
different ideas.
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Design Technology Department
Mascalls School
Plenary What was the most surprising thing that
you have discovered with this experiment with the
pans? What criteria do you think was the most
important on your list?
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Design Technology Department
Mascalls School
Lesson 4 Learning objective to learn how to use
modelling to help the design process.
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Design Technology Department
Mascalls School
Starter You have five small children and you are
in a supermarket. Use the PIES approach to
develop thoughts on how this could be made easier.
Intelligent
Physical
Social
Emotional
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Activity Hand out Plasticine and the pupils
have to mould and make one part of the pan
handle, lid handle, pourer etc. They then take a
photo of this next to the pan (allow 1hr 30 mins)
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Design Technology Department
Mascalls School
C1
Plenary Recap on PIES approach
Task Do the mother together and finish one
other for homework Using the PIES way of thinking
look at the 1 pint milk bottle and say what the
physical and intellectual needs are for one of
the people listed below 1a) a mother b) your
grandparents c) a supermodel d) a body builder e)
a child f) a blind person
Case study Packaging design
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Lesson 5 Learning objective to learn how to
carry out development modelling from
styrofoam. Why? Because styrofoam modelling is a
well used method for developing product models
which you should understand.
Starter Peer review of the clay models. Which
designs worked well? Why did these designs work
well? How can you incorporate some of the ideas
others have in to your own design work.
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Stick a picture of the Plasticine model on the
sheet provided in your folder and answer the
questions below How has the model improved the
handling of the pan? Explain next to the
photographs, what changes you have made from
your drawings?
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Lesson 6, 7 Learning objective to learn how to
carry out development modelling from
styrofoam. Why? Because styrofoam modelling is a
well used method for developing product models
which you should understand.
Starter Recap modelling techniques used last
lesson. Main Complete styrofoam
modelling. Plenary Peer review of styofoam
models.
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• Photos of product models when you have finished
  your
• product models take photos of them ready for use
  on the
• homework sheet.
• Homework - Draw your final design on an A4 sheet
  and answer the following questions
• Who would use the product you have designed?
• Where would the product be used?
• Why have you made the adaptations you have? (use
  sketches to illustrate your answer).
• What further changes would you make to the design
  in order to improve it further.
• How have you ensured that your design is
  inclusive?

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Design Technology Department
Mascalls School
C3
Lesson 8 Objective to develop an awareness of
how landscapes can form obstacles to some
people. Starter - Show the imagination film on
inclusive parks. pupils make notes on key points.
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Design Technology Department
Mascalls School
Wayfinding in public areas.
C2
Wayfinding is the discipline that helps people
navigate their way around a large building or
environment. The scale and complexity of the
modern airport terminal makes wayfinding
difficult for even the most experienced
traveller. Add the physical impairments that
result from ageing or physical disability and the
airport environment becomes an even more daunting
prospect.
How can environments be changed to help
physically impaired people?
Write down words that would help create a sensory
landscape.
Key term Sensory landscape
Colour, form, texture, pattern, sound, structure
and furniture could help travellers to
intuitively negotiate the scale of the building.
Case study Environmental design
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Study It Really Bugs Me PowerpPoint and discuss
the images
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Plenary As a group decide how you might adapt a
landscape to make it more suitable for use by
the visually impaired.
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Lesson 9, 10, 11 Learning Objective to review
the obstacles of the day in the life of people
and use as a basis for developing concepts to aid
them.
Starter - A day in the life of
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Design Technology Department
Mascalls School
Case study Environmental design
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Plenary Review of what has been learnt by
completing the unit.
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Design Technology Department
Mascalls School
C3
Lesson 9, 10, 11, 12 Look at the laminates with
the REMAP aids on for people with disabilities as
a source of inspiration. What small device could
they come up with to help the people in the
laminates? Pupils to end up with a working
prototype.
Case study Factory design group